C. B. Merica, C. Egan, C. Webster, Diana Mindrila, Grace Goc Karp, D. Paul, Hailey McKown, Seth Rose
Purpose: Utilizing teacher socialization in physical education theory, the aim of this study was to develop a survey to measure physical education teachers’ socialization experiences and comprehensive school physical activity program involvement. Method: Instrument development included a review of existing comprehensive school physical activity program and socialization instruments, Delphi method to evaluate face and content validity through expert feedback, and a pilot test to examine the instrument’s psychometric properties. Results: Upon completion of expert feedback, three items were removed, four items were revised, and open-ended questions were added to each survey construct. The pilot test yielded 28 completed surveys (40% response rate). Bayesian exploratory factor analytic procedures showed that items had statistically significant loadings and were quality measures of the corresponding constructs. Survey subscales had acceptable and high internal consistency coefficients. Discussion/Conclusion: Results suggest that this instrument is a trustworthy tool for continued research examining physical education teachers’ socialization and comprehensive school physical activity program involvement.
{"title":"Measuring Physical Education Teacher Socialization With Respect to Comprehensive School Physical Activity Programming","authors":"C. B. Merica, C. Egan, C. Webster, Diana Mindrila, Grace Goc Karp, D. Paul, Hailey McKown, Seth Rose","doi":"10.1123/jtpe.2022-0165","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0165","url":null,"abstract":"Purpose: Utilizing teacher socialization in physical education theory, the aim of this study was to develop a survey to measure physical education teachers’ socialization experiences and comprehensive school physical activity program involvement. Method: Instrument development included a review of existing comprehensive school physical activity program and socialization instruments, Delphi method to evaluate face and content validity through expert feedback, and a pilot test to examine the instrument’s psychometric properties. Results: Upon completion of expert feedback, three items were removed, four items were revised, and open-ended questions were added to each survey construct. The pilot test yielded 28 completed surveys (40% response rate). Bayesian exploratory factor analytic procedures showed that items had statistically significant loadings and were quality measures of the corresponding constructs. Survey subscales had acceptable and high internal consistency coefficients. Discussion/Conclusion: Results suggest that this instrument is a trustworthy tool for continued research examining physical education teachers’ socialization and comprehensive school physical activity program involvement.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Flemons, Joanne Hill, Toni O’Donovan, A. Chater
Purpose: Physical education (PE) teachers’ interactions with students were explored to examine self-selection for PE teaching as a career option during school. Method: Semistructured life story interviews were conducted with 29 PE teachers at different career stages. Complementing occupational socialization, Bourdieu’s habitus, capital, field, and practice were adopted as thinking tools to inform thematic analysis. Results: Three key themes were identified: (a) acceptance into the inner sanctum based on physical competence, effort, and enthusiasm for the traditional curriculum; (b) opportunities provided to students accepted into the inner sanctum, and (c) outside the inner sanctum: mismatched habitus and self-selection for PE teaching. Conclusion: Students exchanged competence, effort, and enthusiasm in the traditional curriculum for acceptance and opportunities to encourage self-selection for teaching PE. Without acceptance, individuals experienced challenges gaining career support. Dominated by a homogenous group resistant to change, PE needs independent careers information to promote change through heterogeneity.
{"title":"Recycling and Resistance to Change in Physical Education: The Informal Recruitment of Physical Education Teachers in Schools","authors":"M. Flemons, Joanne Hill, Toni O’Donovan, A. Chater","doi":"10.1123/jtpe.2022-0215","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0215","url":null,"abstract":"Purpose: Physical education (PE) teachers’ interactions with students were explored to examine self-selection for PE teaching as a career option during school. Method: Semistructured life story interviews were conducted with 29 PE teachers at different career stages. Complementing occupational socialization, Bourdieu’s habitus, capital, field, and practice were adopted as thinking tools to inform thematic analysis. Results: Three key themes were identified: (a) acceptance into the inner sanctum based on physical competence, effort, and enthusiasm for the traditional curriculum; (b) opportunities provided to students accepted into the inner sanctum, and (c) outside the inner sanctum: mismatched habitus and self-selection for PE teaching. Conclusion: Students exchanged competence, effort, and enthusiasm in the traditional curriculum for acceptance and opportunities to encourage self-selection for teaching PE. Without acceptance, individuals experienced challenges gaining career support. Dominated by a homogenous group resistant to change, PE needs independent careers information to promote change through heterogeneity.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The purpose of this study was to examine pedagogies of teacher socialization for physical education teacher education candidates through the context of literacy integration. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher education candidates’ programs. Results: We demonstrate three primary insights and/or adjustments to their perceptions about literacy integration in physical education settings: (a) Literacy integration should support physical education objectives, (b) literacy integration could be easily implemented in a myriad of ways and for different age groups, and (c) literacy integration can improve student learning and outcomes. Discussion/Conclusion: Extending current teacher socialization literature, we emphasize three factors instrumental in shifting physical education teacher education candidate subjective theories and beliefs: movement-oriented literacy activities, reflection, and experiential applications.
{"title":"“It’s Like Coming Out of the Cave Into the Light”: The Role of Literacy Integration in Physical Education","authors":"Corrine Wickens, J. Parker","doi":"10.1123/jtpe.2022-0212","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0212","url":null,"abstract":"Purpose: The purpose of this study was to examine pedagogies of teacher socialization for physical education teacher education candidates through the context of literacy integration. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher education candidates’ programs. Results: We demonstrate three primary insights and/or adjustments to their perceptions about literacy integration in physical education settings: (a) Literacy integration should support physical education objectives, (b) literacy integration could be easily implemented in a myriad of ways and for different age groups, and (c) literacy integration can improve student learning and outcomes. Discussion/Conclusion: Extending current teacher socialization literature, we emphasize three factors instrumental in shifting physical education teacher education candidate subjective theories and beliefs: movement-oriented literacy activities, reflection, and experiential applications.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64040283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: To describe nine youth soccer coaches’ pedagogical responses to the implementation of the new guidelines on heading introduced by the United States Soccer Federation. The specific research questions we attempted to answer were: (a) What were the coaches’ perspectives and practices regarding the coaching of heading? and (b) What factors shaped the coaches’ perspectives and practices? Method: The theoretical framework employed was occupational socialization. Data were collected using four qualitative techniques and reduced to themes using analytic induction and constant comparison. Findings: Key findings were that the coaches fell into one of three groups: rejectors, acceptors, and skeptics. Differences in the coaches’ acculturation, professional socialization, and organizational socialization were responsible for the coaches’ differing responses to the new guidelines on heading. Conclusions: Should they transfer to other coaches, these findings should help coach educators to develop stronger programs.
{"title":"“It’s Avoiding Getting Sued for Concussion for Those Kids”: Pedagogical Responses of Youth Soccer Coaches to New Guidelines on Heading","authors":"Colin S. Barnes, M. Curtner-Smith","doi":"10.1123/jtpe.2022-0099","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0099","url":null,"abstract":"Purpose: To describe nine youth soccer coaches’ pedagogical responses to the implementation of the new guidelines on heading introduced by the United States Soccer Federation. The specific research questions we attempted to answer were: (a) What were the coaches’ perspectives and practices regarding the coaching of heading? and (b) What factors shaped the coaches’ perspectives and practices? Method: The theoretical framework employed was occupational socialization. Data were collected using four qualitative techniques and reduced to themes using analytic induction and constant comparison. Findings: Key findings were that the coaches fell into one of three groups: rejectors, acceptors, and skeptics. Differences in the coaches’ acculturation, professional socialization, and organizational socialization were responsible for the coaches’ differing responses to the new guidelines on heading. Conclusions: Should they transfer to other coaches, these findings should help coach educators to develop stronger programs.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64038385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Improving students’ learning is dependent on students’ participation, meaningfulness, and value of the teaching–learning process. This study explores students’ learning experiences when undertaking the role of co-constructors and co- and self-regulators in a cooperative learning environment. Methods: The study included 110 school students aged between 15 and 18 years from four physical education preservice teachers’ classes. Data were collected through student focus group interviews, a postteaching units’ survey, students’ class reflections, and the researcher’s field notes. Results/Discussion: Data report that (a) having access to learning goals and assessment criteria was essential for the co-construction and co- and self-regulation processes, (b) there is a positive reciprocal relationship between students’ involvement in co-construction and co- and self-regulations, and (c) co-construction and co- and self-regulations were strengthened by students’ involvement in cooperative learning and vice versa.
{"title":"Encouraging Students to Co-Construct and Co- and Self-Regulate Their Learning Within a Cooperative Learning Environment in Physical Education","authors":"André Moura, A. MacPhail, A. Graça, P. Batista","doi":"10.1123/jtpe.2022-0104","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0104","url":null,"abstract":"Purpose: Improving students’ learning is dependent on students’ participation, meaningfulness, and value of the teaching–learning process. This study explores students’ learning experiences when undertaking the role of co-constructors and co- and self-regulators in a cooperative learning environment. Methods: The study included 110 school students aged between 15 and 18 years from four physical education preservice teachers’ classes. Data were collected through student focus group interviews, a postteaching units’ survey, students’ class reflections, and the researcher’s field notes. Results/Discussion: Data report that (a) having access to learning goals and assessment criteria was essential for the co-construction and co- and self-regulation processes, (b) there is a positive reciprocal relationship between students’ involvement in co-construction and co- and self-regulations, and (c) co-construction and co- and self-regulations were strengthened by students’ involvement in cooperative learning and vice versa.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paul R. Malinowski, Ben D. Kern, Tristan L. Wallhead
Purpose: To examine the contextual and personal factors that influence teachers’ reported adoption of one or more instructional models (IMs). Methods: Participants (n = 25) were interviewed that reported adopting Sport Education; Teaching Games for Understanding; Teaching Personal and Social Responsibility; and/or Sports, Play, and Active Recreation for Kids in their K-12 curriculum. Results: Viewed through the lens of occupational socialization theory and utilizing constant comparison methodology, the interview data were analyzed and three major themes, each with related subthemes, were developed: (a) IM adoption depends on context and socialization, (b) socializing agents influence IM adherence, and (c) IM implementation is selective. Discussion/Conclusions: Teachers vary in their rationale for adopting one or more IMs, and adherence is frequently a result of principal and student encouragement. Future efforts to disseminate IMs should consider pathways to adoption identified in this study, including teaching conventions, department supervisors, and teaching colleagues.
{"title":"Adopting Instructional Models in Physical Education: The Influence of Occupational Socialization","authors":"Paul R. Malinowski, Ben D. Kern, Tristan L. Wallhead","doi":"10.1123/jtpe.2022-0142","DOIUrl":"https://doi.org/10.1123/jtpe.2022-0142","url":null,"abstract":"Purpose: To examine the contextual and personal factors that influence teachers’ reported adoption of one or more instructional models (IMs). Methods: Participants (n = 25) were interviewed that reported adopting Sport Education; Teaching Games for Understanding; Teaching Personal and Social Responsibility; and/or Sports, Play, and Active Recreation for Kids in their K-12 curriculum. Results: Viewed through the lens of occupational socialization theory and utilizing constant comparison methodology, the interview data were analyzed and three major themes, each with related subthemes, were developed: (a) IM adoption depends on context and socialization, (b) socializing agents influence IM adherence, and (c) IM implementation is selective. Discussion/Conclusions: Teachers vary in their rationale for adopting one or more IMs, and adherence is frequently a result of principal and student encouragement. Future efforts to disseminate IMs should consider pathways to adoption identified in this study, including teaching conventions, department supervisors, and teaching colleagues.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64039265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This review presents recent advances in the non-enzymatic electrochemical detection and quantification of pesticides, focusing on the use of nanomaterial-based electrode modifiers and their corresponding analytical response. The use of bare glassy carbon electrodes, carbon paste electrodes, screen-printed electrodes, and other electrodes in this research area is presented. The sensors were modified with single nanomaterials, a binary composite, or triple and multiple nanocomposites applied to the electrodes' surfaces using various application techniques. Regardless of the type of electrode used and the class of pesticides analysed, carbon-based nanomaterials, metal, and metal oxide nanoparticles are investigated mainly for electrochemical analysis because they have a high surface-to-volume ratio and, thus, a large effective area, high conductivity, and (electro)-chemical stability. This work demonstrates the progress made in recent years in the non-enzymatic electrochemical analysis of pesticides. The need for simultaneous detection of multiple pesticides with high sensitivity, low limit of detection, high precision, and high accuracy remains a challenge in analytical chemistry.
{"title":"Recent Progress in Non-Enzymatic Electroanalytical Detection of Pesticides Based on the Use of Functional Nanomaterials as Electrode Modifiers.","authors":"Tanja Vrabelj, Matjaž Finšgar","doi":"10.3390/bios12050263","DOIUrl":"10.3390/bios12050263","url":null,"abstract":"<p><p>This review presents recent advances in the non-enzymatic electrochemical detection and quantification of pesticides, focusing on the use of nanomaterial-based electrode modifiers and their corresponding analytical response. The use of bare glassy carbon electrodes, carbon paste electrodes, screen-printed electrodes, and other electrodes in this research area is presented. The sensors were modified with single nanomaterials, a binary composite, or triple and multiple nanocomposites applied to the electrodes' surfaces using various application techniques. Regardless of the type of electrode used and the class of pesticides analysed, carbon-based nanomaterials, metal, and metal oxide nanoparticles are investigated mainly for electrochemical analysis because they have a high surface-to-volume ratio and, thus, a large effective area, high conductivity, and (electro)-chemical stability. This work demonstrates the progress made in recent years in the non-enzymatic electrochemical analysis of pesticides. The need for simultaneous detection of multiple pesticides with high sensitivity, low limit of detection, high precision, and high accuracy remains a challenge in analytical chemistry.</p>","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"35 1","pages":""},"PeriodicalIF":4.9,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9139166/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86092163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The purpose of this study was to examine teacher and student experiences in physical education when taught by teachers with high health-related fitness knowledge (HRFK): How did they construct this knowledge for students and share it with students in their teaching? Method: Four teachers and 16 of their students were interviewed. Results: Three themes emerged from the data: (a) HRFK sources of teachers and students, (b) teacher- and student-constructed HRFK in the instructional setting, and (c) students’ transfer of physical activity and HRFK to their daily lives and to those around them. Conclusion: The study showed that when teachers had ample health and physical activity knowledge and transfer this knowledge to their students by designing holistic learning experiences using effective pedagogical approaches, students tended to value lifetime physical activity participation. These students were also able to influence those around them (coaches, family, and friends) to be conscious of their own health and physical activity behaviors.
{"title":"Constructing Health and Physical Activity Knowledge in Practice: Teachers’ and Students’ Experiences","authors":"Emine Busra Yılmaz, Deniz Hunuk","doi":"10.1123/jtpe.2020-0250","DOIUrl":"https://doi.org/10.1123/jtpe.2020-0250","url":null,"abstract":"Purpose: The purpose of this study was to examine teacher and student experiences in physical education when taught by teachers with high health-related fitness knowledge (HRFK): How did they construct this knowledge for students and share it with students in their teaching? Method: Four teachers and 16 of their students were interviewed. Results: Three themes emerged from the data: (a) HRFK sources of teachers and students, (b) teacher- and student-constructed HRFK in the instructional setting, and (c) students’ transfer of physical activity and HRFK to their daily lives and to those around them. Conclusion: The study showed that when teachers had ample health and physical activity knowledge and transfer this knowledge to their students by designing holistic learning experiences using effective pedagogical approaches, students tended to value lifetime physical activity participation. These students were also able to influence those around them (coaches, family, and friends) to be conscious of their own health and physical activity behaviors.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64035582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ben D. Kern, Wesley J. Wilson, Paul R. Malinowski, Tristan L. Wallhead
Purpose: To examine the current pedagogical practices among physical educators with different dispositions toward the change process and belonging to different demographic categories. We hypothesized that change-disposed, nonchange-disposed, and neutral change disposition teachers, along with teachers of different gender identities and student grade level(s), implement “best practices” with differing frequencies. Methods: Eight hundred thirty U.S. physical educators completed the Teacher Change Questionnaire-Physical Education and a 15-item adaption of Society of Health and Physical Educators America’s 20 Indicators of Effective Physical Education Instruction. Results: Nonchange-disposed teachers more frequently provided objective-related feedback, provided assessment for differentiation and summative evaluation, ensured 50% student moderate to vigorous physical activity during physical education classes, and set student learning goals than change-disposed or neutral change disposition teachers. Female and elementary teachers reported more frequent use of written curriculum and assigned grades based on student knowledge/skill assessment than male and secondary counterparts. Discussion: Continuing professional development initiatives should be designed with consideration given to change disposition, gender identity, and grade level.
{"title":"Pedagogical Practices Among Teachers of Different Demographics and Dispositions Toward Change: Results of a Multi-Region Survey of U.S. Physical Educators","authors":"Ben D. Kern, Wesley J. Wilson, Paul R. Malinowski, Tristan L. Wallhead","doi":"10.1123/jtpe.2021-0192","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0192","url":null,"abstract":"Purpose: To examine the current pedagogical practices among physical educators with different dispositions toward the change process and belonging to different demographic categories. We hypothesized that change-disposed, nonchange-disposed, and neutral change disposition teachers, along with teachers of different gender identities and student grade level(s), implement “best practices” with differing frequencies. Methods: Eight hundred thirty U.S. physical educators completed the Teacher Change Questionnaire-Physical Education and a 15-item adaption of Society of Health and Physical Educators America’s 20 Indicators of Effective Physical Education Instruction. Results: Nonchange-disposed teachers more frequently provided objective-related feedback, provided assessment for differentiation and summative evaluation, ensured 50% student moderate to vigorous physical activity during physical education classes, and set student learning goals than change-disposed or neutral change disposition teachers. Female and elementary teachers reported more frequent use of written curriculum and assigned grades based on student knowledge/skill assessment than male and secondary counterparts. Discussion: Continuing professional development initiatives should be designed with consideration given to change disposition, gender identity, and grade level.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64037528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sebastián Fierro-Suero, P. Sáenz-López, José Carmona-Márquez, B. J. Almagro
Purpose: The objective of the study was to evaluate the relationships among the achievement emotions experienced during physical education classes, the intention to be physically active, and academic achievement. Methods: The sample consisted of 764 Spanish secondary education students (348 boys and 416 girls). Results: Pride, enjoyment, and hopelessness were the main emotions to explain the intention to be physically active, whereas enjoyment and boredom were the most important emotions to explain academic achievement. Given that boys had a better emotional experience than girls, the effect of gender in the prediction was studied. It highlights the significant moderating effect of gender for enjoyment and pride in the intention to be physically active. Discussion/Conclusion: These results show the need to apply strategies focused on each emotion, taking into account the students’ gender, for those that help to improve their emotional experience during physical education classes.
{"title":"Achievement Emotions, Intention to Be Physically Active, and Academic Achievement in Physical Education: Gender Differences","authors":"Sebastián Fierro-Suero, P. Sáenz-López, José Carmona-Márquez, B. J. Almagro","doi":"10.1123/jtpe.2021-0230","DOIUrl":"https://doi.org/10.1123/jtpe.2021-0230","url":null,"abstract":"Purpose: The objective of the study was to evaluate the relationships among the achievement emotions experienced during physical education classes, the intention to be physically active, and academic achievement. Methods: The sample consisted of 764 Spanish secondary education students (348 boys and 416 girls). Results: Pride, enjoyment, and hopelessness were the main emotions to explain the intention to be physically active, whereas enjoyment and boredom were the most important emotions to explain academic achievement. Given that boys had a better emotional experience than girls, the effect of gender in the prediction was studied. It highlights the significant moderating effect of gender for enjoyment and pride in the intention to be physically active. Discussion/Conclusion: These results show the need to apply strategies focused on each emotion, taking into account the students’ gender, for those that help to improve their emotional experience during physical education classes.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"38 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64037746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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